• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.33-49
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• 2022

This study aims to explore, using both quantitative and qualitative data analyzing the structural relationship between creative process and product, the types of elementary students' scientific creativity. For this, 105 fifth-graders responded to a scientific creativity test that assesses creative process and product, and four students who scored the highest were interviewed. In the interview, they were asked about the cognitive process they used in generating the creative product. Then, correlation analysis and structural equation modeling were used, along with the interview data, to type the students. The main findings of the study are as follows. First, the structural equation modeling of creative process and product gave satisfactory results in absolute and incremental fit indexes. Second, among the three components of creative process - knowledge, inquiry skill-observation, and creative thinking skills -, only creative thinking skills had significant effects on creative product. Third, divergent thinking skills had the strongest correlation with the creative product, followed by convergent thinking skills. Associational thinking skills did not have significant correlation. Fourth, elementary students' scientific creativity could be categorized into Creative Type, Useful Type, Original Type, and Non-creative Type, based on their creative product. The Non-creative Type could be further classified into Common Type, Repetitive Type, Non-response Type, Irrelevant Type, and Abstract Type. Fifth, most students used either knowledge or observation in their creative process, making them either Knowledge-oriented Type or Observation-oriented Type. In addition, there were DT Type, DT-CT Type, and DT-CT-AT Type among the students, based on the kinds of creative thinking skills they mainly used in the process. This study provides implications for educators and researchers in scientific creativity education.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.56-71
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• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.116-136
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• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.456-464
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• 2007

The aims of this research are to analyze the representations and conceptual sequence of eye vision in Korean science textbooks and to suggest a contents construct about eye vision where the conceptual sequence is considered. Research method was literature review, and the literatures that were used for analysis were the 7th Korean science curriculum which was revised in 1997, and the science and physics textbooks developed based on the 7th Korean science curriculum. The research results are as follows: 1) Although the science curriculum seems to have no problem on sequence in the eye vision concepts, the science and physics textbooks based on the curriculum reveal problems on the sequence in the eye vision concepts; 2) Some Korean science textbooks explain retinal image formation according to the Alhazen's idea, except in inverse image; 3) Some Korean science textbooks explain about the reasons of near- and far-sightedness without consistency between the textbooks for 7th and 8th grade students; 4) A few Korean science textbooks give an inappropriate explanation about the principle of eye sight correction by eye glasses; 5) According to the analysis result, the concepts related to eye vision should be presented in the order of explanation about light refraction phenomena, image formation process by convex lens, structure of human eye and retinal image formation process, correction of eye sight using lens.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.337-352
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• 2024

This study develops an informal science education program based on a creative design for the promotion of participation and action and explores the validity and effectiveness of the program. The program consists of three mini-projects, namely, The Martian: Surviving from the Mars, So Good to Have Seonjeongneung, and Designing a Sunshine Restaurant, with distinct topics focusing on the localization and contextualization of the region in which the program was implemented to encourage students' participation and action. The researchers selected three topics for each mini-project through discussions and revisions. The program is designed for 42 lessons across the three mini-projects and offers a presentation session in which students present their learnings from the program, constructed to facilitate personal contextualization. Participants included 15 elementary school students from Grades 5 and 6 who took surveys before and after the program. The pre-post surveys comprised two dimensions, 'Participation and Action' and 'Positive Experience about Science,' to examine the effectiveness of the program. At the end of the survey, we added a self-descriptive question that allows students to freely write down their feelings and thoughts. We checked the students' thoughts. The effectiveness of the program was illustrated by the largest increase in the "safe society" category, whereas there was little increase in other categories under the 'participation and Action' dimension in the Korean Science Education Standards. 'Science-related Self-concept' exhibited the largest increase, whereas the other categories displayed little increase from the 'Positive Experience about Science' dimension category.

• Industry Promotion Research
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• v.7 no.1
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• pp.25-34
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• 2022

The purpose of this paper was to confirm the source of Shipsong called Yookchen or Yooksheen used in Myeongleehak and the meaning of Shipsong in major classics. It is to investigate the concept of Shipsong used in modern Myeongri, and to study in-depth the concept of Shipsong in a more advanced form, not just in family relationships. In reality, the concept of Yookchen was defined and the term Yookchen was first used in Yeonhaejapyeong. Most of the contents of the major classics, such as Yeonhaejapyeong, Sammyeontonghwe, and Japyeonjinjeong, were limited to setting only family concepts. Then, in 1963, Sajoojeongsul was published, which explained both family relations and the action of Shipsong. In particular, it is noteworthy that the scientific reputation written by Ki-seung Kim did not only explain the concept of Shipsong but also opened a new chapter to confirm human psychology and aptitude. In this study, I tried to find out the concept and tendency of Shipsong described in Kim Ki-seung's Science Myeongri in the major classics and how the concept changed. I hope this study will be of some help to the study of Myeongleehak in the future in terms of understanding and utilization of Shipsong.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.442-458
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• 2004

This study was conducted to develop a plan for a large-scale implementation of the Girl Friendly Science Program based on the results of analysis and investigation of its current pilot implementation, Girl Friendly Science Program materials, which was first developed in 1999 with the support from Ministry of Gender Equality, consist of 1) five theme-based units that are specifically targeted individual students' unique ability, aptitude, and career choice, and 2) differentiated learning materials for 7th through 10th grade female students. All the materials are available at the homepage (http://tes.or.kr/gfsp.cgi) of 'Teachers for Exciting Science(the organization of science teachers in Seoul area)'. Since the materials are well organized by topic and grade level and presented in both Korean word process document and html format, anyone can easily access to the materials for their own instructional use. Ever since its launch the number of visitors to the homepage has been constantly increasing. The evaluation results of the current pilot implementation of the materials that targeted individual students' ability and aptitude showed that it scored high in terms of its alignment to the original purpose, content, level, and effectiveness to implement in classrooms. However, its evaluation scores were low in terms of the convenience for teachers to guide the materials, and its organization and operation. The results also showed a significant change in students' perception of science, and students' positive experiences of science through various interdisciplinary activities. On the other hand, the evaluation of students' experiences with the materials showed that students' assessment about an activity was largely depending on a success or failure of their experiences. Overall, students' evaluation of activities scores were low for simple activities such as cutting off or pasting papers. According to students' achievement test results, differences between pre and post test scores in the Affective Domain was statistically significant (p<0.05), but not in Inquiry Domain. Based on teachers observations, numerous schools where have run this program reported that students' abilities to cooperate, discuss, observe and reason with evidences were improved. In order to implement this program in a larger scale, it is critical to have a strong support of teachers and induce them to change their teaching strategy through building a community of teachers and developing ongoing teacher professional development programs. Finally, there still remain strong needs to develop more programs, and actively discover and train more domestic woman scientists and engineers and collaborate with them to develop more educational materials for girls in all ages.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.48-63
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• 2024

This study aims to develop a class procedure for the application of classrooms that value context and to conduct science classes using this procedure to examine the effects. Among various contexts related to scientific knowledge, the study develops a teaching procedure for designing classes that focus on the contexts of discovery and real life. After verifying the content validity of the context-based design and the program to which it was applied, a class was conducted, and the responses of the children were checked. The final draft of the lesson design completed after revision and supplementation is as follows: context-based design was presented in four stages, namely, presenting, exploring the context, adapting the context, and organizing (share and synthesizing; PEAS). The goal is to enable people to experience the overall flow of scientific knowledge instead of focusing on the acquisition of fragmentary knowledge by covering a wide range of topics from the social and historical contexts in which scientific knowledge was created to its use in real life. To aid in understanding the newly proposed class procedure and verifying its effectiveness, we developed a program by selecting the "My Fun Exploration," 2. Biology and Environment unit of the second semester of the fifth grade. The result indicated that the elementary science program that applied the context-centered design effectively improved the self-directed learning ability of students. In addition, the effect was especially notable in terms of intrinsic motivation. As the students experienced the contexts of discovery and real life related to scientific knowledge, they developed the desire to actively participate in science learning. As this becomes an essential condition for deriving active learning effects, a virtuous cycle in which meaningful learning can occur has been created. Based on the implications, developing programs that apply context-based design to various areas and contents will be possible.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.485-493
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• 2014

The purpose of this study is to examine the statistical errors, which may occur in the process of applying statistics, by major stage of research, for greatly contributing to promoting research power through rightly utilizing statistics at the point of time that the application of statistics is increased in the research of clothing and textiles. As a result, it confirmed that there are many errors by each stage. First, it is a point that there was not any research that mentioned on the impact of analysis in the researches, which test the appearance of significance based on the collected data through experiment or survey. Second, the existence of mechanical description which is monotonous as well as not applying right analytical method in factor analysis. Also, even in case of cross tabulation, there was no hypothesis establishment.

• The Journal of Dong Guk Oriental Medicine
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• v.6 no.1
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• pp.205-229
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• 1997

JuJinHyoung(朱震亨) is a well-known physcian of the four schools in the Jin(金) and Yuan(元) Dynasties. He lived in ZhejiangSheng(浙江省) which located in the southeast region of China. There was humid and heatful climate, this kinds of environments influenced to his medical thoughts. He persisted in the theory that Yang is ever in excess while Yin is ever deficient(陽常有餘陰不足論) and exhorted the therapy of subduing excessive Yang and making up deficient Yin by nourishing it, and he said about the theory of ministerial fire(相火論). So he was regarded as a representative of the nourising Yin school(滋陰派). And he said that the method of "Clearing away heat and nourishing blood" is suitable in pregnancy. So Stucellaria baicalensis GEORGI and Atractylodes macrocephala KOIDZ. Can be apply in case of treatment on Anti-abortion. Thus these theories have influenced on Obstetric & Gynecology in Korea.